Melaniecarlin1.weebly.com
SYLLABUS 2015-2016
|Teacher |Miss Melanie Carlin |
|E-mail |mcarlin@ |
|Phone |(818) 784-6228 |
|Conference Hours |1:45-2:30 p.m. |
| |3:30-4:00 p.m. |
| | |
| |**Please email in advance to schedule a meeting. |
|Course Name |6th Grade Social Studies - Ancient Civilizations |
|Textbooks |Holt World History Experiencing World History and Geography |
| |Publisher: HOLT MCDOUGAL |
| |ISBN-10: 0547485808 |
| |ISBN-13/EAN: 978-0547485805 |
|Required Materials |Textbook |
| |1" ring binder |
| |Loose leaf paper or 1 spiral lined notebook to be kept in binder for note taking/class work |
| |5 binder tabs |
| |notes,homework, classwork, assessments, extra |
| |Pen or Pencil |
| |Highlighter of any color |
|Course Description: |
| |
|Each lesson has content standard(s) and the school-wide adopted ESLR’s listed at the beginning of the lesson. |
| |
|Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major |
|Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued |
|emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and |
|political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher |
|levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they |
|declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite |
|time, between the contemporary and ancient worlds. |
| |
|Students will also be participating in National History Day! More information will be provided later in the quarter. |
|ESLRs Addressed |
| 1a 1b 1c | 2a 2b 2c | 3a 3b 3c | 4a 4b 4c | 5a 5b 5c |
Content Standards
|The following is the California Department of Education Content Standards of this Course. |
|6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the|
|Paleolithic era to the agricultural revolution. |
|6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, |
|Egypt, and Kush. |
|6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews. |
|6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient |
|Greece. |
|6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. |
|6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China. |
|6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. |
Common Core Standards
|The following is the Common Core Standards |
|Key Details: |
|CCSS.ELA-LITERACY.RH.6-8.1 |
|Cite specific textual evidence to support analysis of primary and secondary sources. |
|CCSS.ELA-LITERACY.RH.6-8.2 |
|Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from |
|prior knowledge or opinions. |
|CCSS.ELA-LITERACY.RH.6-8.3 |
|Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest |
|rates are raised or lowered). |
|Craft and Structure: |
|CCSS.ELA-LITERACY.RH.6-8.4 |
|Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to |
|history/social studies. |
|CCSS.ELA-LITERACY.RH.6-8.5 |
|Describe how a text presents information (e.g., sequentially, comparatively, causally). |
|CCSS.ELA-LITERACY.RH.6-8.6 |
|Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of |
|particular facts). |
|Integration of Knowledge and Ideas: |
|CCSS.ELA-LITERACY.RH.6-8.7 |
|Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|
|CCSS.ELA-LITERACY.RH.6-8.8 |
|Distinguish among fact, opinion, and reasoned judgment in a text. |
|CCSS.ELA-LITERACY.RH.6-8.9 |
|Analyze the relationship between a primary and secondary source on the same topic. |
Syllabus Content
Semi-quarter syllabus includes the textbook chapters, additional resources and other relevant information to be used. Students and parents will be notified of any schedule changes.
|Semi-Quarter 1 |
|Week 1 |Introduction |
| |Unit 1: Early Humans and Societies |
|8/17-8/21 |Chapter 1: Uncovering the past |
| |Section 1: Studying history |
|Week 2 |Chapter 1: Uncovering the past |
| |Section 2: Studying Geography |
|8/24-8/29 |Review for Chapter 1 Assessment |
|Week 3 |Chapter 2: The Stones Ages and Early Cultures |
| |Section 1: The First People |
|8/31-9/4 |Section 2: Early Human Migration |
|Week 4 |Section 3: Beginnings of Agriculture |
| | |
|9/8-9/11 |9/7-Labor Day: No School! |
|Week 5 |Chapter 2 Review |
| |Chapter 2 Assessment |
|9/14-9/19 | |
|Semi-Quarter 2 |
|Week 1 |Unit 2: Mesopotamia, Egypt, and Kush |
| |Chapter 3: Mesopotamia and the Fertile Crescent |
|9/22-9/25 |Section 1: Geography of the Fertile Crescent |
|Week 2 |Section 2: The Rise of Sumer |
| | |
|9/28-10/2 | |
|Week 3 |Section 3: Sumerian Achievements |
| | |
|10/5-10/9 | |
|Week 4 |Section 4: Later peoples of the Fertile Crescent |
| | |
|10/12-10/15 |10/12: Columbus Day, No School! |
|Week 5 |Chapter 3 Review |
| |Chapter 3 Assessment |
|10/19-10/23 | |
| |10/23: Parent Teacher Conferences, No School! |
|Semi-Quarter 3 |
|History Month! Date to be confirmed |
|Week 1 |Chapter 4: Ancient Egypt and Kush |
| |Section 1: Geography and Ancient Egypt |
|10/26-10/29 |Section 2: The Old Kingdom |
|Week 2 |Section 3: The Middle and New Kingdoms |
| | |
|11/2-11/6 | |
|Week 3 |Section 4: Egyptian Achievements |
| | |
|11/9-11/13 |11/11: Veterans Day, No School! |
|Week 4 |Section 5: Ancient Kush |
| | |
|11/16-11/20 |11/16: PD Day, No School! |
|Week 5 |Chapter 4 Review |
| |Chapter 4 Assessment |
|11/23-11/25 | |
| |Thanksgiving break! Half Day on 11/25 and no school 11/26-11/27! |
|Semi-Quarter 4 |
|Week 1 |Chapter 5: Ancient India |
| |Section 1: Geography and Early India |
|11/30-12/4 |Section 2: Origins of Hinduism |
|Week 2 |Section 3: Origins of Buddhism |
| | |
|12/7-11/11 | |
|Week 3 |Section 4: Indian Empires |
| | |
|12/14-12/18 |Catch up, review and finals week |
| | |
| |12/17: Half Day! |
|Week 4 |Section 5: Indian Achievements |
| | |
|12/22-12/23 |Make-ups and communion |
|Week 5 | |
| |Winter Break! Merry Christmas and Happy New Year! |
|12/4-1/11 | |
|Semi-Quarter 5 |
|Week 1 |Chapter 6: Ancient China |
| |Section 1: Geography and Early China |
|1/11-1/15 |Section 2: The Zhou Dynasty and New Ideas |
|Week 2 |Section 3: The Qin Dynasty |
| | |
|1/18-1/22 |Monday 1/18 No School! MLK Day |
|Week 3 |Section 4: The Han Dynasty |
| | |
|1/25-1/29 | |
|Week 4 |Section 5: Han Contracts and Other Cultures |
| | |
|2/1-2/5 |Thursday 2/4 No School! St. Vartanank Day! |
| |Friday 2/5 No School! Staff PD |
|Week 5 |Chapter 6 Review |
| |Chapter 6 Test |
|2/8-2/12 | |
|Semi-Quarter 6 |
|Week 1 |Chapter 7: The Hebrews and Judaism |
| |Section 1: The Early Hebrews |
|2/15-2/19 |Section 2: Jewish Beliefs and Texts |
| | |
| |Monday 2/15 No School! President's Day |
|Week 2 |Section 3:Judaism over the Centuries |
| | |
|2/22-2/26 | |
|Week 3 |Chapter 7 Review |
| |Chapter 7 Test |
|2/29-3/4 | |
| |Friday 3/4 Parent Teacher Conferences |
|Week 4 |Chapter 8: Ancient Greece |
| |Section 1: Geography of the Early Greeks |
|3/7-3/11 |Section 2: Government in Athens |
|Week 5 |Section 3: Greek Mythology and Literature |
| | |
|3/14-3/18 | |
|Semi-Quarter 7 |
|Week 1 | |
| |SPRING BREAK WEEK - NO SCHOOL! |
|3/21-3/25 | |
|Week 2 |Chapter 9: The Greek World |
| |Section 1: Greece and Persia |
|3/28-4/1 |Section 2: Sparta and Athens |
| | |
| |Monday 3/28 No School! |
|Week 3 |Section 3: Alexander the Great |
| | |
|4/4-4/8 | |
|Week 4 |Section 4: Greek Achievements |
| | |
|4/11-4/15 | |
|Week 5 |Chapter 8/9 test/project |
| | |
|4/18-4/22 | |
*6th grade Fresno Trip schedule for April 2016*
Date to be confirmed later
|Semi-Quarter 8 |
|Week 1 |Chapter 10: The Roman Republic |
| |Section 1: Geography and the Rise of Rome |
|4/25-4/29 |Section 2: Government and Society |
| | |
| |Monday 4/25 Armenian Genocide Commemoration Day, No School! |
|Week 2 |Section 3: The Late Republic |
| | |
|5/2-5/6 | |
|Week 3 |Chapter 11: Rome and Christianity |
| |Section 1: |
|5/9-5/13 |Section 2: The Roman Empire and Religion |
|Week 4 |Section 3: The end of the Empire |
| | |
|5/16-5/20 | |
|Week 5 |Chapter 10/11 Quiz/Test |
| | |
|5/23-5/27 | |
Finals week
Monday, May 30 Memorial Day, No School!
Wednesday, June 1 - Final Exams Day-1, Grades 6 -12 – Half day
Thursday, June 2 - Final Exams Day-2, Grades 6 -12 – Half day
Friday, June 3 - Final Exams Day-3, Grades 6 -12 – Half day
Classroom Rules
|This section includes rules set by the teacher and the consequences of violating these rules. The classroom rules are in addition to |
|the school Rules and Regulations. |
| |
|Classroom Rules: |
| |
|Have all appropriate materials and supplies at your desk and be seated when the bell rings. |
|No eating, drinking or chewing gum in class. |
|Respect classmates! |
|Raise your hands and wait for permission to speak. |
|Stay in your assigned seat unless you have permission to do otherwise. |
|Complete homework and class work on time :) |
|Golden Rule: treat others how you would like to be treated. |
| |
|Consequences: |
| |
|Verbal warning |
|Meeting with student |
|‘Action Plan’ |
|Parent contact/meeting |
Assessment Method
|This section includes rules set by the school administration |
| |
|Test/Quiz Policy |
|Students take at least TWO tests and two quizzes per class or course per semi-quarter. Two to four quizzes may be counted as one test. |
|It is up to the individual teacher to adopt a policy to drop the lowest test grade of a student in calculating the quarter grade. No |
|more than two tests are scheduled on the same day. The test scheduled last will be automatically dropped. |
| |
|Test/Quiz Make-Up |
|Students with excused absences shall have the opportunity to complete missed class work and make up all tests receiving full credit. The|
|student is responsible to arrange for the make-up. |
| |
|Students who miss a test/quiz because of an unexcused absence will receive a failing grade on that test/quiz, except when the teacher |
|decides to offer the chance for make-up. |
| |
|If a student misses a test/quiz while on suspension, he/she will not have the opportunity to make up the test/quiz and will receive an |
|"F". |
| |
|Cheating |
|Acts of cheating or plagiarism will result in suspension and the student will receive an "F" (20/100) on the test or the assigned work. |
|Teacher Grading Policy: |
| |
|This section includes grade percent distribution and additional rules set by the teacher |
| |
|You must come to class prepared! |
| |
|Please bring your textbook and all materials daily. |
| |
| |% of Grade |
|Assessments |40% |
|Participation and Attendance |20% |
|Homework |20% |
|Projects/class work |20% |
|*there will be chances throughout the year for students to earn extra credit, assignments will be posted* |
Department Rubrics
|This section includes rules set by the school administration |
| |
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